Today's mathematics classrooms increasingly include students for whom English is a second language. Teaching Mathematics to English Language Learners provides readers a comprehensive understanding of both the challenges that face English language learners (ELLs) and ways in which educators might address them in the secondary mathematics classroom. Framed by a research perspective, Teaching Mathematics to English Language Learners presents practical instructional strategies for engaging learners that can be incorporated as a regular part of instruction. The authors offer context-specific strategies for everything from facilitating classroom discussions with all students, to reading and interpreting math textbooks, to tackling word problems. A fully annotated list of math web and print resources completes the volume, making this a valuable reference to help mathematics teachers meet the challenges of including all learners in effective instruction.
Features and updates to this new edition include:
- An updated and streamlined Part 1 provides an essential overview of ELL theory in a mathematics specific context.
- Additional practical examples of mathematics problems and exercises make turning theory into practice easy when teaching ELLs
- New pedagogical elements in Part 3 include tips on harnessing new technologies, discussion questions and reflection points.
- New coverage of the Common Core State Standards, as well as updates to the web and print resources in Part 4.
Table of Contents
Part 1 – Your English Language Learner by Tony Erben 1.1 Orientation 1.2 – The Process of English Language Learning and What to Expect 1.3 -- Different Types of ESOL Programs 1.4 – Teaching for English Language 1.5 – Not All ELLs are the Same1.6 – Questions for Discussion and Reflection Part 2 – Influences on the Mathematics Attainment of English Language Learners 2.1 – Overview: Influences on the Mathematical Attainment of English Language Learners 2.2 – Providing an Equitable Mathematics Education to English Language Learners: Mathematics Education 2.3 – The Nature of Mathematics 2.4 – Mathematics Teaching and Learning 2.5 – Cultural Influences on Mathematics Learning and Engagement 2.6 – Assessment Results, Practices, and Procedures 2.7 – Questions for Discussion and Reflection Part 3 – Best Practices to Support English Language Learners in the Mathematics Classroom 3.1 – Overview: Classroom Environments that Support English Language Learners 3.2 – Orchestrating Classroom Discourse to Support Mathematics Concepts and Language Development 3.3 – Strategies to Help English Language Learners Understand Mathematics Language 3.4 – Emphasizing and Supporting Problem 3.5 – Assessing English Language Learners in Equitable Ways 3.6 – Teaching Mathematics in Ways that are Culturally 3.7 – Questions for Discussion and Reflection Part 4 Collaborations to Support ELLs 4.1 Overview: Collaborations to Support ELLs 4.2 – Strategies for Mathematics Teachers Who are Themselves ELLs 4.3 Mathematics Teachers Collaborating with English as Second Language Learners 4.4 ELL Home—School Communication 4.5 Questions for Discussion and Reflection
Gladis Kersaint is Professor of Mathematics Education at the University of South Florida, USA.
Denisse R. Thompson is a Professor of Mathematics Education at the University of South Florida, USA.
Mariana Petkova has a Ph.D. in Mathematics Education from University of South Florida, USA.She worked as a Math teacher in an International Baccalaureate High School in Tampa and now works in the Educational System in Bulgaria.